.Archivetempgr 7 Term 2 2018 Maths Content Booklet

Grade 7
CONTENT BOOKLET:
TARGETED SUPPORT
MATHEMATICS
Term 2
A MESSAGE FROM THE NECT
NATIONAL EDUCATION COLLABORATION TRUST (NECT)
Dear Teachers
This learning programme and training is provided by the National Education Collaboration Trust
(NECT) on behalf of the Department of Basic Education (DBE)! We hope that this programme
provides you with additional skills, methodologies and content knowledge that you can use to teach
your learners more effectively.
What is NECT?
In 2012 our government launched the National Development Plan (NDP) as a way to eliminate
poverty and reduce inequality by the year 2030. Improving education is an important goal in
the NDP which states that 90% of learners will pass Maths, Science and languages with at least
50% by 2030. This is a very ambitious goal for the DBE to achieve on its own, so the NECT was
established in 2015 to assist in improving education.
The NECT has successfully brought together groups of people interested in education so that
we can work collaboratively to improve education. These groups include the teacher unions,
businesses, religious groups, trusts, foundations and NGOs.
What are the Learning programmes?

One of the programmes that the NECT implements on behalf of the DBE is the ‘District
Development Programme’. This programme works directly with district officials, principals, teachers,
parents and learners; you are all part of this programme!
The programme began in 2015 with a small group of schools called the Fresh Start Schools (FSS).
Curriculum learning programmes were developed for Maths, Science and Language teachers in
FSS who received training and support on their implementation. The FSS teachers remain part of
the programme, and we encourage them to mentor and share their experience with other teachers.
The FSS helped the DBE trial the NECT learning programmes so that they could be improved and
used by many more teachers. NECT has already begun this scale-up process in its Universalisation
Programme and in its Provincialisation Programme.
Everyone using the learning programmes comes from one of these groups; but you are now
brought together in the spirit of collaboration that defines the manner in which the NECT works.
Teachers with more experience using the learning programmes will deepen their knowledge and
understanding, while some teachers will be experiencing the learning programmes for the first time.
Let’s work together constructively in the spirit of collaboration so that we can help South Africa
eliminate poverty and improve education!
www.nect.org.za
Contents
INTRODUCTION: vi
TOPIC 1: COMMON FRACTIONS 13
TOPIC 2: DECIMAL FRACTIONS 26
TOPIC 3: FUNCTIONS AND RELATIONSHIPS 34
TOPIC 4: AREA AND PERIMETER OF 2D SHAPES 39
TOPIC 5: SURFACE AREA AND VOLUME
OF 3D OBJECTS 48
Inroduction: Three Principles of Teaching Mathematics
INTRODUCTION:
THREE PRINCIPLES OF TEACHING MATHEMATICS
PRINCIPLE 1:
TEACHING MATHEMATICS DEVELOPMENTALLY
What is developmental teaching and what are the benefits of such an approach?
• The human mind develops through phases or stages which require learning in a
certain way and which determine whether children are ready to learn something or
not.
• If learners are not ready to learn something, it may be due to the fact that they
have not reached that level of development yet or they have missed something
previously.
• The idea that children’s thinking develop from concrete to abstract, comes from
Piaget (1969). We adopted a refined version of that idea though, which works
very well for mathematics teaching, namely a “concrete-representational-abstract”
classification (Miller & Mercer, 1993).
• It is not possible in all cases or for all topics to follow the “concrete-representational-
abstract” sequence exactly, but at the primary level it is possible in many topics and
is especially valuable in establishing new concepts.
• This classification gives a tool in the hands of the teacher to develop children’s
mathematical thinking but also to fall back to a previous phase if it is clear that the
learner has missed something previously.
• The need for concrete experiences and the use of concrete objects in learning, may
pass as learners develop past the Foundation Phase. However, the representational
and abstract development phases are both very much present in learning
mathematics at the Intermediate and Senior Phase.
How can this approach be implemented practically?

The table below illustrates how a developmental approach to mathematics teaching
may be implemented practically, with examples from several content areas.
What does this look like in the booklet?
Throughout the booklets, within the lesson plans for the Foundation Phase and within
the topics at the Intermediate/Senior Phase, suggestions are made to implement this
principle in the classroom:
• Where applicable, the initial concrete way of teaching and learning the concept is
suggested and educational resources provided at the end of the lesson plan or topic
to assist teachers in introducing the idea concretely.
• In most cases pictures (semi-concrete) and/or diagrams (semi-abstract) are
provided, either at the clarification of terminology section, within the topic or lesson
plan itself or at the end of the lesson plan or topic as an educational resource.
• In all cases the symbolic (abstract) way of teaching and learning the concept, is
provided, since this is, developmentally speaking, where we primarily aim to be
when learners master mathematics.
vi Grade 7 Mathematics
PRINCIPLE 2:
TEACHING MATHEMATICS MULTI-MODALLY
What is multi-modal teaching and what are the benefits of such an approach?
• We suggest a rhythm of teaching any mathematical topic by way of “saying it,
showing it and symbolising it”. This approach can be called multi-modal teaching
and links in a significant way to the developmental phases above.
• Multi-modal teaching includes speaking about a matter verbally (auditory mode),
showing it in a picture or a diagram (visual mode) and writing it in words or numbers
(symbolic mode).
• For multi-modal teaching, the same learning material is presented in various
modalities: by an explanation using spoken words (auditory), by showing pictures or
diagrams (visual) and by writing words and numbers (symbolic).
• Modal preferences amongst learners vary significantly and learning takes place
more successfully when they receive, study and present their learning in the mode
of their preference, either auditory, visually or symbolically. Although individual
learners prefer one mode above another, the exposure to all three of these modes
enhance their learning.
The table on p8 illustrates how a multi-modal approach to mathematics teaching may
be implemented practically, with examples from several content areas.

Throughout the booklets, within the lesson plans for the Foundation Phase and within
the topics at the Intermediate/Senior Phase, suggestions are made to implement this
principle in the classroom:
• The verbal explanations under each topic and within each lesson plan, provide the
“say it” or auditory mode.
• The pictures and diagrams provide suggestions for the “show it” mode (visual
mode).
• The calculations, exercises and assessments under each topic and within each
lesson plan, provide the “symbol it” or symbolic mode of representation.
Content Booklet: Targeted Support: Term 2 vii

PRINCIPLE 3:
SEQUENTIAL TEACHING
What is sequential teaching and what are the benefits of such an approach?
• Learners with weak basic skills in mathematics will find future topics increasingly
difficult. A solid foundation is required for a good fundamental understanding.
• In order to build a solid foundation in maths the approach to teaching needs to be
systematic. Teaching concepts out of sequence can lead to difficulties in grasping
concepts.
• Teaching in a systematic way (according to CAPS) allows learners to progressively
build understandings, skills and confidence.
• A learner needs to be confident in the principles of a topic before he/she is expected
to apply the knowledge and proceed to a higher level.
• Ongoing review and reinforcement of previously learned skills and concepts is of
utmost importance.
• Giving learners good reasons for why we learn a topic and linking it to previous
knowledge can help to remove barriers that stop a child from learning.
• Similarly, making an effort to explain where anything taught may be used in the
future is also beneficial to the learning process.

If there are a few learners in your class who are not grasping a concept, as a teacher,
you need to find the time to take them aside and teach them the concept again
(perhaps at a break or after school).
If the entire class are battling with a concept, it will need to be taught again. This could
cause difficulties when trying to keep on track and complete the curriculum in the time
stipulated.
Some topics have a more generous time allocation in order to incorporate investigative
work by the learners themselves. Although this is an excellent way to assist learners to
form a deeper understanding of a concept, it could also be an opportunity to catch up
on any time missed due to remediating and re-teaching of a previous topic. With careful
planning, it should be possible to finish the year’s work as required.
Another way to try and save some time when preparing for a new topic, is to give out
some revision work to learners prior to the start of the topic. They could be required to
do this over the course of a week or two leading up to the start of the new topic. For
example, in Grade 8, while you are teaching the Theorem of Pythagoras, the learners
could be given a homework worksheet on Area and Perimeter at Grade 7 level. This will
allow them to revise the skills that are required for the Grade 8 approach to the topic.

At the beginning of each topic, there will be a SEQUENTIAL TEACHING TABLE, that
details:
• The knowledge and skills that will be covered in this grade
• The relevant knowledge and skills that were covered in the previous grade or phase
(looking back)
• The future knowledge and skills that will be developed in the next grade or phase
(looking forward)
viii Grade 7 Mathematics

THREE-STEP APPROACH TO MATHEMATICS TEACHING: CONCRETE-REPRESENTATIONAL-ABSTRACT
CONCRETE: IT IS THE REAL THING REPRESENTATIONAL: IT LOOKS LIKE THE REAL THING ABSTRACT: IT IS A SYMBOL FOR THE REAL THING
Mathematical topic Real or physical For example: Picture Diagram Number (with or without unit) Calculation or operation, general form, rule, formulae
Counting Physical objects like 6 apples 2 # 3 = 6 or 2 + 2 + 2 = 6
apples that can be held
1 2
and moved or 2 of 6 = 3 or 3 of 6 = 4
Length or distance The door of the classroom 80 cm wide Perimeter: 2L + 2W = 390 + 160
that can be measured 195 cm high = 550cm
physically Area: L × W = 195 × 80
= 15 600cm2
= 1.56m2
Capacity A box with milk that can 1 litre box 4 × 250ml = 1 000ml
be poured into glasses 250 ml glass = 1 litre
or
1 litre ÷ 4 = 0.25 litre
Patterns Building blocks ○ 1; 3; 6... n (n+1)
○ ○○ 2
○ ○○ ○○○
Fraction Chocolate bar 6 6 = 1

12 12 2
1
or 2 of 12 =6
Ratio Hens and chickens * *** * *** 4:12 4 : 12 = 1 : 3

* *** * *** Of 52 fowls ¼ are hens and ¾ are chickens,
ie 13 hens, 39 chickens
Content Booklet: Targeted Support: Term 2

Mass A block of margarine 500g 500g = 0,5 kg
or calculations like 2 ½ blocks = 1,25kg
ix
Teaching progresses from concrete -> to -> abstract. In case of problems, we fall back <- to diagrams, pictures, physically.
x
MODES OF PRESENTING MATHEMATICS WHEN WE TEACH AND BUILD UP NEW CONCEPTS
Examples SPEAK IT: to explain the concept SHOW IT: to embody the idea SYMBOL IT: to enable mathematising
•• Essential for introducing terminology in •• Essential to assist storing and retrieving •• Essential to assist mathematical thinking
context concepts about concepts
•• Supports learning through the auditory •• Supports understanding through the visual •• Supports the transition from situations to
pathway pathway mathematics
Grade 7 Mathematics
•• Important to link mathematics to •• Important to condense a variety of information •• Important to expedite calculation and
everyday realities into a single image problem solving
FP: Doubling and “To double something, means that we make 1. Physical objects:
halving it twice as much or twice as many. If you Example: Double 5 beads 7+ 7=
got R50 for your birthday last year and this Halve 12 beads
year you get double that amount, it means 7+ = 14
this year you got R100. If Mom is doubling the 2. Pictures:
recipe for cupcakes and she used to use 2½ Example: Double + = 14, but
cups of flour, it means she has to use twice 
as much this time.” + = 14
Halve
“To halve something, means that we divide  2 times 7 = 14
it into two equal parts or share it equally. If I double of 7 is 14
have R16 and I use half of it, I use R8 and I
am left with R8. If we share the 22 Astro’s 14 – 7 =
in the box equally between the two of us, you 3. Diagrams:
get eleven, which is one half and I get eleven, 14 – =7
which is the other half.”
14 divided by 2 = 7
14 halved is 7
IP: Geometric “If we see one shape or a group of shapes Note how important it is to support the
patterns that is growing or shrinking a number of ○ symbolising by saying it out:
times, every time in the same way, we can ○ ○○ 1; 3; 6...
say it is forming a geometric pattern. If we ○ ○○ ○○○ 1; 3; 6; 10...
can find out how the pattern is changing 1; 3; 6;10;15
every time, we can say we found the rule Draw the next term in this pattern.
of the sequence of shapes. When we start Inspecting the terms of the sequence in
working with geometric patterns, we can T1 T2 T3 T4 relation to their number values:
describe the change in normal language. ○ T1: 1 = 1
Later we see that it becomes easier to find ○ ○○ The value of term 1 is 1
the rule if there is a property in the shapes ○ ○○ ○○○
that we can count, so that we can give a ○ ○○ ○○○ ○○○○ T2: 3 = 1+2
number value to each , or each term of the Describe this pattern. What is the value of the The value of term 2 is the sum of two
sequence” 9th term of this pattern (T9)? consecutive numbers starting at 1
○
“You will be asked to draw the next term ○ ○○ T3: 6 = 1+2+3
of the pattern, or to say how the eleventh ○ ○○ ○○○ The value of term 3 is the sum of three
term of the pattern would look, for example. ○ ○○ ○○○ ○○○○ consecutive numbers starting at 1
You may also be given a number value and ○ ○○ ○○○ ○○○○ ○○○○○
you may be asked, which term of the T4: 10 = 1+2+3+4
pattern has this value?” To draw up to the ninth term of this pattern, is a The value of term 4 is the sum of four
safe but slow way. It is even slower to find out consecutive numbers starting at 1
by drawing, which term has a value of 120 for
example. One is now almost forced to deal with T5: 15 = 1+2+3+4+5
this problem in a symbolic way. The value of term 5 is the sum of five
consecutive numbers starting at 1
T9: 45 = 1+2+3+4+5+6+7+8+9
The value of term 9 is the sum of nine
consecutive numbers starting at 1
We can see that the value of term n is the
Content Booklet: Targeted Support: Term 2

sum of n number of consecutive numbers,
starting at 1.
xi
xii
SP: Grouping “We can simplify an algebraic expres- Although not in a real picture, a mind pic- 4b - a2 + 3a2b - 2ab - 3a + 4b + 5a - a
the terms of sion by grouping like terms together. ture is painted, or a mental image to clarify - 2ab + 2a2b + a2b
an algebraic We therefore have to know how to the principle of classification:
expression spot like terms. Let us say we have to
sort fruit in a number of baskets and • Basket with green apples (a) = - 3a + 5a - a + 4b + 4b - 2ab - 2ab - a2
explain the variables or the unknowns + 3a2b + 2a2b + a2b
in terms of fruits. Try to visualise the • Basket with green pears (b)
following pictures in your mind:”
• Basket with green apples and = a + 8b - 4ab - a2 + 6a2b
green pears (ab)
Grade 7 Mathematics
• Basket with yellow apples (a2)
• Basket with yellow apples and

green pears (a2b)
Or in diagrammatic form
a b ab
a2 a2b

Topic 1 Common Fractions
TOPIC 1: COMMON FRACTIONS

INTRODUCTION
• This unit runs for 9 hours.
• This unit falls under the Outcome, Numbers, Operations and
Relationships.
• This outcome counts for 30% of the final exam.
• This unit covers concepts and skills for a variety of calculations using
common fractions and leads to a clear understanding required for
factorising and algebraic fractions in Grade 9 and the FET phase.
• It is important for the learners to be able to understand and apply the
concepts dealt with in this unit. A number of concepts are applied, such
as: equivalence, lowest common denominator (LCD) and comparing and
ordering of fractions.
• Learners are introduced to new concepts such as: finding the lowest
common denominator (LCD), percentages and the multiplication of
common fractions.
• Remember it is important to reinforce mental calculations across the four
basic operations wherever possible, throughout each section of the topic.
Content Booklet: Targeted Support: Term 2 13

SEQUENTIAL TEACHING TABLE

INTERMEDIATE PHASE/ GRADE 7 GRADE 8 SENIOR PHASE/
GRADE 6 FET PHASE
LOOKING BACK CURRENT LOOKING FORWARD
•• Compare and order common •• Compare and order common •• Compare and order common
fractions, including tenths and fractions with different fractions, including tenths and
hundredths denominators (halves; thirds, hundredths
•• Addition and subtraction of quarters; fifths; sixths; •• Addition and subtraction of
common fractions in which sevenths; eighths) common fractions in which
one denominator is a multiple •• Describe and compare common one denominator is a multiple
of another fractions in diagram form of another
•• Addition and subtraction of •• Addition of common fractions •• Addition and subtraction of
mixed numbers with the same denominators mixed numbers
•• Fractions of whole numbers •• Recognize, describe and use •• Fractions of whole numbers
•• Solve problems in contexts the equivalence of division and •• Solve problems in contexts
involving common fractions, fractions involving common fractions,
including grouping and sharing •• Solve problems in contexts including grouping and sharing
•• Find percentages of whole involving fractions, Including •• Find percentages of whole
numbers grouping and equal sharing numbers
•• Recognize and use equivalent •• Recognize and use equivalent •• Recognize and use equivalent
forms of common fractions forms of common fractions forms of common fractions
with 1-digit or 2-digit (fractions in which one with 1-digit or 2-digit
denominators (fractions in denominator is a multiple of denominators (fractions in
which one denominator is a another) which one denominator is a
multiple of another) multiple of another)
•• Recognize equivalence between •• Recognize equivalence between
common fraction and decimal common fraction and decimal
fraction forms of the same fraction forms of the same
number number
•• Recognize equivalence between •• Recognize equivalence between
common fractions, decimal common fraction, decimal
fractions and percentage forms fraction and percentage forms
of the same number of the same number
•• Extend all the skills to an
algebraic context in the senior
and FET phase.
14 Grade 7 Mathematics
GLOSSARY OF TERMS
Term Explanation / Diagram
Numerator This is the number at the top of a fraction.
Denominator This is the number at the bottom of the fraction.
Proper Fractions A fraction that has a numerator that is smaller than the denominator.
Improper Fractions A fraction that has a numerator that is larger than the denominator.
Mixed Numbers These fractions represent complete wholes, as well as excess parts of a further
whole.
Equivalent Fractions These are fractions that represent equivalent parts of a whole when compared
to each other.
Lowest Common This is the denominator that actually represents the lowest common multiple
Denominator (LCD) that can be found by comparing the various denominators in the calculation.
Percentage A percentage is a part of a whole represented as 100 parts.

SUMMARY OF KEY CONCEPTS

Fractions:
Revision of Grade 6 concepts must be done to ensure that learners have
a good understanding of all the basic concepts before new concepts
are taught. This is also the best time to revise the rules relating to the
simplification of fractions, as this will be very important later on in this
section.
Simplification of fractions involves writing the fraction in its simplest form and
makes use of all the division rules and skills learners have been previously
taught in Grade 6, and earlier in Grade 7.
EXAMPLE:
10 (10÷5) 2
15 = (15÷5) = 3
This fraction is in its simplest form, as the numerator and the denominator
cannot be made any smaller.
It is very important that enough revision is done so that learners can identify
improper and mixed number fractions.
Teaching Tip: Various simple tools can make this section less boring, and
can encourage learners to engage with the topic. Resources such as a wall
chart or number line can be used in this section. The more examples you
give your learners, the better. Try to make use of some real examples, and
not just the ones in a textbook. Make very sure that your learners know
where the numerator is and where the denominator is in a fraction, as many
learners cannot identify where these are, leading to errors when calculating
with fractions.
numerator
demoninator
numbering part numerator

A fraction is made up of two parts: called the
naming part denominator
TOP = Number or how many

Try to learn these long words, but remember:
BOTTOM = name or what kind
Equivalent Fractions
Learners must be able to recognise and determine equivalent fractions.
Simplification of fractions is a really important part of understanding the
equivalence of fractions. Equivalent fractions are fractions that equal each
other.
To change 1 to 5 we multiply the numerator and the denominator each by 5 like this:
2 10
1 5
2 10 1× 5 5
=
2 × 5 10
The value of 5 is 1 so we are not changing the value of the fraction, only its appearance
5
Examples of equivalent fractions:
12 = 6 = 2
18 9 3
2 = 4 = 6
5 10 15
Learners must be shown that the numerator and the denominator should
always be multiplied or divided by the same amount, as this is the only way
to obtain equivalent fractions.
EXAMPLE:
10 (10 # 4) 40
15 = (15 # 4) = 60
Teaching Tip: This section can be demonstrated very easily by using blank
paper and folding it to represent various parts. This is a simple method that
shows the same piece of paper “broken into” a varying number of parts.
Using tangible apparatus to demonstrate this to learners is important as it
gives a fixed idea of the concept.
Equivalent forms of fractions must be discussed, and leaners must be able

to look at a common fraction, decimal fraction and percentage that relates to
the same number, and see that they are equivalent.
(RESOURCE 2 AT THE END OF THIS SECTION)

Compare and order Fractions

A simple task of being able to order fractions either separated in a set, or on
a number line, requires many basic skills brought together and introduces
the concept of lowest common denominator (LCD).
1. Compare and order fractions as part of a set
Example:
Write the following in ascending order:
1 1 1 2 3
2; 3; 6; 3; 4
Change each fraction by finding the LCD, making it possible to represent
it as an equivalent fraction
1 6 1 4 1 2 2 8 3 9
2 = 12 ; 3 = 12 ; 6 = 12 ; 3 = 12 ; 4 = 12
But when arranging the fractions, remember that they must be written in
their original form.
1 1 1 2 3
6; 3; 2; 3; 4
2. Compare and order fractions on a number line.
The same process is followed, but learners must then place the fraction
in the correct position on the number line.
Being able to draw number lines split up into different size fractions as
shown below will be a useful skill in order to answer this type of question.
3. Comparing fractions in various forms.
Learners must know how to compare fractions in various forms.

Comparisons made with proper, improper and mixed fractions in the set
will ensure that the concept is completely understood
3 40% 0.55
20
0 1 1 3 1
4 2 4
0.25 0.5 0.75
4. Learners must be able to compare fractions using <, > and = in their
comparison.
Teaching Tip: Using examples where the value of items are represented
as fractions can help give some realistic examples that will help learners to
understand. Sales are an excellent real – life concept that will be useful in
this section of work. Example: James wants to buy a new pair of basketball
shoes. Two shops stock the shoes, and he is very lucky because both shops
are having sales on the shoes he wants. The original price of the shoes is
2
R500. One shop offers a saving of
3 off the price, the other offers a saving
7
of
12 off the price. Which store offers the best saving? As both shops
offer the shoes at the same price, learners can compare the fractions and
determine which fraction is greater. This is also a good opportunity to have
learners check that their answer is sensible and is correctly calculated.
Savings cannot be more than the original price.

Addition and Subtraction of Common Fractions

1. When adding or subtracting fractions, the lowest common denominator
(LCD) must be found. It is easy to add or subtract fractions that have the
same denominator, as this gives us parts of the whole that are the same
size to work with.
Fractions with the same denominator:
+ =
1
3 quarters + 2 quarters = 5 quarters = 14
Fractions with different denominators. Note how the equivalent fractions

need to be used in order to work with the same denominator.
+ =
2 thirds + 1 sixth = 4 sixths + 1 sixth = 5 sixths

2 1 4 1 5
3
+ 6
= 6
+ 6
= 6
2. Mixed numbers need to be changed into improper fractions before finding

the LCD.
Example:
a. 1 2
12 +3
3 2
=2 +3
9 4
=6 +6
13
= 6
1
=26
Teaching Tip: Learners at this stage often add or subtract fractions without
first finding the LCD. This is incorrect and will cause confusion later when
learners are introduced to algebra, where only like terms can be added or
subtracted.
b. 2 3
25 -14
12 7
= 5 -4
48 35
= 20 - 20
13
= 20
Note: At this stage of concept development, learners are expected to change

improper fractions into mixed fractions.
Multiplication and Division of Common Fractions.
1. No LCD is required to multiply or divide.

2. Numerators get multiplied with numerators and denominators get
multiplied with denominators.
3. It is best to simplify first before multiplying. This requires checking if any
numerator in the question has a common factor with any denominator in
the question.
4. If this step does not happen and multiplying begins immediately, the
numbers to work with will be larger and the answer will need to be
simplified at the end.
5. For division, the divide sign must be changed into a multiplication sign,
then the fraction immediately after the change must be reciprocated
(turned upside down).
6. Any mixed numbers must be turned into improper fractions.

Examples:
a. 2 15 Note: 2 and 8 have a Highest Common Factor (HCF) of 2, so this

5 # 8 can be divided into both. Similarly, 5 and 15 have a HCF of 5.
1 3
= 1 # 4
3
= 4
4 12
b. 7 ÷ 21
4 21
= 7 × 12
1 3
= 1 × 3 Note: more simplifying can occur at this stage.
1 1
= 1 # 1 = 1
c. 3 9
34 ÷ 10
15 10 Note: HCF of 9 and 15 is 3. HCF of 4 and 10 is 2.
= 4 × 9
5 5
= 2 × 3
25
= 6
1
= 46
Teaching Tip: When multiplying by a whole number, learners often multiply

both the numerator and the denominator by the whole number. It is a
good idea to let learners change a whole number to a fraction, where the
denominator is 1, as this will prevent errors from occurring.
Fractions as a Percentage
1. It is important to remember that a percentage is actually a fraction out of 100. A
percentage of a number is a calculation where the number is multiplied by the
percentage, as a fraction of 100.
EXAMPLE:
What is 32 % of R250?
32% of R250
32
= 100 of R250
32 250
= 100 # 1
16 5
= 1 # 1
= 80 ` R80 is 32% of R250
2. If a common fraction is being changed to a percentage, the denominator needs to

be changed to 100.
EXAMPLE:
27
Write
30 as a percentage.
27 # 100
30 1
9 100
= 10 # 1
9 10
=1# 1
= 90%
3. Calculation of percentage increase or decrease is a simple calculation.
(Highest price - Lowest price)

# 100 .
(Original Price)
Point out to learners that the denominator is ALWAYS the original price.
EXAMPLE:
At the beginning of 2015, bread cost R 10, 00 per loaf. 1 year later, the same loaf of
bread cost R 12, 00. By what percentage did the price of bread increase?
2 100
= 10 # 1
2 10
= 1 # 1
= 20%
RESOURCES
RESOURCE 1
1 whole
1 1
2 2
1 1 1 1
4 4 4 4
1 1 1 1 1 1
6 6 6 6 6 6
1 1 1 1 1 1 1 1 1 1 1 1
12 12 12 12 12 12 12 12 12 12 12 12
1 whole
1 1
2 2
1 1 1 1
4 4 4 4
1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16
1 whole
1 1
2 2
1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10
1 1 1 1 1
5 5 5 5 5
1 whole
1 1 1
3 3 3
1 1 1 1 1 1 1 1 1
9 9 9 9 9 9 9 9 9
RESOURCES
COMMON FRACTION DECIIMAL FRACTION PERCENTAGE
1 0,5 50%
2
1 0,333333… 33, 3333…%

3
1 0,2 20%
5
5 0,625 62,5%
8
3 0,6 60%
5
2 0, 666666…. 66, 6666…%

3
1 0,125 12,5%
8

Topic 2 Decimal Fractions
TOPIC 2: DECIMAL FRACTIONS

INTRODUCTION
• This unit falls under the Outcome, Numbers, Operations and
Relationships.
• This unit covers concepts and skills required for finance that is taught
later in high school. These concepts are also expanded on in the senior
phase, when algebraic concepts are included. The concepts increase in
complexity and learners need to learn the rules in order to apply them to
solve equations.
• It is important for the learners to understand how to apply the rules, in
order to apply them in solving equations later in the senior phase, and
into the FET phase.
• Remember that it is important to reinforce mental calculations across the
four basic operations wherever possible, throughout each section of the
topic.

INTERMEDIATE PHASE / GRADE 6 GRADE 7 GRADE 8 SENIOR PHASE/
FET PHASE
•• Recognizing, ordering and place •• Revising all concepts from •• Revise the following done in
value of decimal fractions Grade 6 Grade 6 and 7 and applying
•• Count forwards and backwards •• Division and multiplication of these skills to algebraic
in decimal fractions to at least decimals by other decimals. contexts:
two decimal places •• Division and multiplication of
•• Compare and order decimal decimals by other decimals
fractions to at least two •• Recognizing, ordering and place
decimal places value of decimal fractions
•• Place value of digits to at least •• Count forwards and backwards
two decimal places in decimal fractions to at least
•• Calculations with decimal two decimal places
fractions •• Compare and order decimal
•• Addition and subtraction of fractions to at least two
decimal fractions with at least decimal places
two decimal places •• Place value of digits to at least
•• Multiply decimal fractions by 10 two decimal places
and 100 •• Calculations with decimal
•• Solve problems in context fractions
involving decimal fractions •• Addition and subtraction of
•• Recognize equivalence between decimal fractions with at least
common fraction and decimal two decimal places
fraction forms of the same •• Multiply decimal fractions by 10
number and 100
•• Recognize equivalence between •• Solve problems in context
common fraction, decimal involving decimal fractions
fraction and percentage forms •• Recognize equivalence between
of the same number common fraction and decimal
fraction forms of the same
number
•• Recognize equivalence between
common fraction, decimal
fraction and percentage forms
of the same number

GLOSSARY OF TERMS
Decimal Number This is a number that has a decimal comma that is used to separate whole
parts of the number, from the parts that are represented over a multiple of 10.
Decimal Place The position of a digit to the right of a decimal point. Each successive position
to the right has a denominator of an increased power of 10.
Place Value The value a digit has due to its specific place in the number.
Rounding Off Reducing the number of decimal places according to the instruction or the
convention that is being worked with. To round off correctly, look at the first
digit that will not be used in the final answer; if it is 5 or greater then we
round up; if it is 4 or less we round down.
Tip and Times Inverting the fraction after a divide sign, so that we can simplify by changing
the division into a multiplication sign.
Reciprocal This is the multiplicative inverse of any number. If the product of two
numbers is 1, then they are reciprocals of each other.
Equivalent Fractions Fractions are equivalent if they reduce to the same simplified fraction.
Equivalent fractions are equal in value.
Mixed Numbers / Mixed An improper fraction written partly as a whole number and partly as a proper
Fractions fraction.

Reading and Writing Decimal Fractions
Learners must be able to correctly read and write decimal fractions.
Learners ought to know the correct name and placement according to
the place value of the digit they are given.
EXAMPLE:
Numbers such as 9205,354 and 28,4531
Decimal
Thousands Hundreds Tens Units tenths hundredths thousandths ten thousandths
comma
9 2 0 5 , 3 5 4
2 8 , 4 5 3 1
This table can be extended further in both directions. It would be useful for
learners to draw the table in their books until they have grasped the concept
completely.
Learners need to be reminded that 28,35 is read as twenty-eight comma

three five and NOT as twenty-eight comma thirty five.
Rounding off of Decimal Fractions

Rounding is an important concept and learners must understand how to
round off correctly.
When rounding a decimal, the interest is in the digit to the right of where the
rounding requirement is (so if required to round to two decimal places, the
digit in the third place is of importance).
If that digit is 5 or higher, the digit in the correct position is rounded UP. If that
digit is 4 or smaller, the digit remains as it is.
EXAMPLE:
0,31425
(4 is in the 3rd – thousandth – position so leave the
Rounded to 2 decimal places: 0,31 digit in the 2nd position as it is)
Rounded to 4 decimal places: 0,3143 (5 is in the 5th position so round the digit in the 4th
position ‘2’ up to 3)

Compare and Order Decimal Fractions

Use decimal fraction place value columns to compare decimal fractions.
EXAMPLE:
Compare 0,534 and 0,552
Units Decimal comma tenths hundredths Thousandths

0 , 5 3 4
0 , 5 5 2
Looking at the units and tenths the numbers seem similar, but then looking at
the hundredths reveals that 0,552 is the bigger decimal number.
The numbers must be compared from the left to the right.
Teaching Tip: Decimals can only be compared if they contain the same
number of decimals places. Learners must top up with zeros until the
decimal numbers contain the same number of decimal places. Learners
often forget to put a zero if it is required at the end of a decimal. This can
often be seen in calculations involving money, therefore the rule must be
reinforced as that zero is important.
Equivalent Forms
This section is identical to the previous section covered as part of common

fractions. Refer back to that section and look at the resources provided to
see the relationship between fractions in various forms.
(RESOURCE 2 from topic 1)
Addition and Subtraction of Decimal Fractions
1. The simplest way to add or subtract decimals is in columns (vertically).

The decimal signs must be exactly underneath each other so that the
place values match. (Tens underneath Tens, hundredths underneath
hundredths and so on). If need be, zeroes can be placed at the end, to
make the decimal fractions the same ‘length’.
EXAMPLES:
a. 3,2 + 1,45
3, 20
+ 1, 45
4, 65
b. 4,291 + 5,64 (carrying over required)
4, 291
+ 5, 640
9, 931
c. 5, 12 – 2, 452 (borrowing is required)
5, 120
- 2, 452
2, 668
Teaching Tip: Learners need to be reminded to take care to place the

decimal commas correctly underneath each other when they need to perform
various operations. It really does help to use a place value table, or to get
learners to draw columns until they have mastered this technique.
Multiplication of Decimal Fractions

1. Multiplying by powers of 10.
This is very easy to do - for every 10 being multiplied by, the digits move one
place to the left.
Remember to check that the number has become larger (as it should when
multiplying).
EXAMPLES:
3,21 × 10 = 32,1
4,192 × 100 = 419, 2
Teaching Tip: Learners must realise that the comma is a FIXED point, and that
only the digits move -and not the comma- when multiplied by multiples of 10. The
digits move to the left of the comma as the number gets bigger.
2. Multiplication of decimals by integers.

The method of multiplying in columns (vertically) is still the preferred method as
it eliminates the possibility of errors. While in the process of multiplying, ignore
any decimal signs. Once the multiplication is complete, count the total number
of digits after the decimal sign in the decimal fraction – this is how many places
there should be in the answer. Insert the decimal to make this correct.

EXAMPLE:
4, 62 x 3
462
x 3 ` 4, 62 x 3 = 13, 86 (two decimal places in the question
1386 ` two decimal places in the answer)
3. Multiplication of decimal fractions by decimal fractions.

The vertical method is used again.
While in the process of multiplying, ignore any decimal signs.
Once the multiplication is complete, count the total number of digits after
the decimal sign in both decimal fractions – this is how many places there
should be in the answer.
Insert the decimal to make this correct.
EXAMPLE:
2, 43 x 0,6
243
X 6
1458
As there are 3 digits after the decimal signs in total (2 in 2, 43 and 1 in 0, 6),
there needs to be 3 in the final answer.
` 2,43 x 0, 6 = 1, 458
Teaching Tip: Encourage learners to count all digits that come after the
decimal sign(s) before they start the multiplication. Learners should also be
encouraged to write down how many decimal digits there are on the side, so
that they know/remember to insert the decimal point in the answer.
Division of Decimal Fractions

1. Dividing by powers of 10.
This is very easy to do - for every 10 being divided by, the digits move
one place to the right.
Remember to check that the number has become smaller (as it should
when dividing).
EXAMPLES:
34, 21 ÷ 10 = 3, 421
34, 21 ÷ 100 = 0, 3421
34, 21 ÷ 1000 = 0, 03421
Teaching Tip: Learners must realise that the comma is a FIXED point and
that only the digits move -and not the comma- when divided by multiples of
10. The digits move to the right of the comma as the number gets smaller.
2. Dividing decimals by integers.

Divide using short or long division, keeping the decimal in the same
position for the answer (quotient) as it is in the question.
Add zeroes to the end of the decimal if necessary, until there is no
remainder.
EXAMPLE:
48, 24 ÷ 3
16, 08
3 48, 24
3. Dividing decimals by decimals.

In order to do this, both decimals in the question must be multiplied by
the same number of 10’s, until the divisor (what is being divided by) is an
integer, then follow the steps above.
EXAMPLE:
0, 62 ÷ 0, 2
(In order to make sure there is division by an integer, both sides need
to be multiplied by 10.)
= 6, 2 ÷ 2
= 3, 1
Teaching Tip: Introducing decimals in the context of money does help to

make the concept easier to explain. Using money also helps to explain the
importance of the zero in decimals. For example, R59,50 and not R59,5.

Topic 3 Functions and Relationships
TOPIC 3: FUNCTIONS AND RELATIONSHIPS

INTRODUCTION
• This unit falls under the Outcome, Patterns, Functions and Algebra.
• This unit covers concepts and skills that are essential for Algebra later in
the senior phase, and becomes the foundation for functions and graphs
that are also covered later in the senior phase, and throughout the FET
phase of school.
• It is important for the learners to be able to use a variety of methods
to determine input, output and even to determine the rule or function.
This section also lends itself to the introduction of equations and solving
equations.
• Remember, it is important to reinforce mental calculations across the four

FET PHASE
Determine equivalence of different Determine equivalence of different Determine equivalence of different
descriptions of the same relationship descriptions of the same relationship descriptions of the same relationship
or rule presented or rule presented or rule presented
•• verbally •• verbally •• verbally
•• in a flow diagram •• in a flow diagram •• in a flow diagram
•• in a table •• in a table •• in a table
•• by a number sentence •• by a number sentence •• by a number sentence
Determine input values, output Determine input values, output Determine input values, output
values and rules for the patterns and values and rules for the patterns and values and rules for the patterns and
relationships using: relationships using: relationships using:
•• flow diagrams •• flow diagrams •• flow diagrams
•• tables •• tables •• tables
•• formulae •• formulae
•• equations
GLOSSARY OF TERMS
Number Sentence An expression representing a rule to be performed on the variable.
Input The number/value that was chosen to replace the variable in an expression.
Output The output is dependent on the input – it is the answer once the operation
has been performed according to the expression given.
Equation A mathematical sentence built from an algebraic expression using an equal
sign.
Flow Diagram A diagram representing a sequence of movements to be performed on a
given value.
Variable A letter used to replace a number that can represent a variety of different
values.
Constant A value that remains the same and does not vary.


Number Sentences and Variables
This section is the introduction to the skill of solving equations. These are the
calculations that are used to determine the different outcomes when the input
value is varied.
These are word problems changed from words into “sums” that are then
calculated.
EXAMPLE:
Five primary schools each get 5 new learners in Grade 7. The table below
gives the original number of learners each school had in Grade 7. How many
learners does each school have now?
School 1 School 2 School 3 School 4 School 5

134 154 98 102 57
NUMBER SENTENCE: Old number of learners plus 5 equals

(or a + 5 =, where a is the original number of learners).
•• School 1: 134 + 5 = 139

•• School 2: 154 + 5 = 159
•• School 3: 98 + 5 = 103
•• School 4: 102 + 5 = 107
•• School 5: 57 + 5 = 62
Flow Diagrams
1. A flow diagram with one operation:
Remember that this can now include calculations with decimals and fractions. Each
value passes through the rule or process and is changed.
1 1,5
2 3
×1,5
3 4,5
4 6
Input values Output values
(INPUTS) RULE (OUTPUTS)
Number sentences for this flow diagram

1 x 1,5 = 1,5 2 x 1,5 = 3 …
2. A flow diagram with multiple operations:
36 2
72 4
90 ÷3 ÷6 5
126 7
162 9
Input values Output values
(INPUTS) RULE 1 RULE 2 (OUTPUTS)
Relationships in a Table
In a table, learners must be able to determine the input and
output values as they would for a flow diagram.
1 2 3 4 5 6 7 8
x2 2 4 6 8 10 12 14 16
+3 5 7 9 11 13 15 17 19
Number sentences for this table
1x2+3=5 2x2+3 =7…

Finding the Rule
Learners should be able to determine the rule that is used to find the output
values in a table, or in a flow diagram. Learners must be able to look at the
input and output values, and determine the rule that satisfies the number
sentence.
Teaching Tip: The idea is not for learners to learn any special methods, but
for them to rather use inspection and trial and error to determine the working
rule or process. Learners must describe the same relationship in many
different ways.
Topic 4 Area and Perimeter of 2D Shapes
TOPIC 4: AREA AND PERIMETER OF 2D SHAPES

INTRODUCTION
• This unit falls under the Outcome, Shape and Space.
• This unit covers concepts that are required for measurement throughout
the rest of the senior and FET phase. Concepts such as Area and
Perimeter become the base of the concepts that are taught in the next
section related to 3D shapes.
• It is important for the learners to be taught a variety of methods that they
can use to suit their needs for these calculations. Learners who become
too dependent on formulae battle to deal with shapes that are combined
or irregular. In Grade 6, learners were not expected to know formulae for
calculations, however in Grade 7, formulae are vital and must be taught.
• Remember, it is important to reinforce mental calculations across the four

FET PHASE
•• Measure perimeter using rulers •• Calculate the perimeter of •• Use appropriate formulae and
or measuring tapes regular and irregular polygons conversions between SI units,
•• Continue to find areas of •• Use appropriate formulae to to solve problems and calculate
regular and irregular shapes by calculate perimeter and area of: perimeter and area of:
counting squares on grids •• squares •• polygons
•• Develop rules for calculating •• rectangles •• circles
the areas of squares and •• Investigate how doubling any or
rectangles •• triangles
all of the dimensions of a 2D
•• Relationship between perimeter •• Solve problems involving figure affects its perimeter and
and area of rectangles and perimeter and area of polygons its area
squares. •• Calculate to at least 1 decimal •• Calculate to at least 2 decimal
place places
•• Use and convert between •• Use and describe the meaning
appropriate SI units, including: of the irrational number Pi (π)
•• mm2 ↔ cm2 in calculations involving circles
•• cm2 ↔ m2 •• Use and convert between
appropriate SI units, including:
mm2 ↔ cm2↔ m2 ↔ km2

GLOSSARY OF TERMS
Two-dimensional (2D) The name given to flat shapes that occupy a space and thus have area that
can be calculated.
Regular Polygon A polygon whose sides are all the same length, and whose angles are all the
same size.
Irregular Polygon A polygon that does not have sides that are the same length, nor are the
angles the same size.
Equilateral A shape that is equilateral has all its sides the same length.
Perimeter The distance around a polygon.
Formula An expression or equation that is used to express the relationship between
certain quantities.
Standard Unit (SI Unit) A unit is the standard quantity which is used to measure other quantities.
Area The surface of a shape or object. It can also be defined as the number of
square units that a shape covers.
Composite Shape An irregular shape that is made up of parts or whole components of other
shapes.

Perimeter of Polygons:
The perimeter of a polygon is the sum of the lengths of the
sides of the polygon. Think of a police show when they “have Perimeter
the perimeter surrounded”. is only the
OUTSIDE
perimeter means add up the lengths of all the sides
For a circle, we call the perimeter “circumference”.

Perimeters and lengths are measured in centimetres,
millimetres, metres, etc.
Learners must be able to calculate the perimeter of regular

and irregular polygons. (RESOURCE 1 AT THE END OF THIS
TOPIC). Perimeter of regular polygons have formulae that
can be used, and learners should practice using these often
in this section. Irregular polygons need a less conventional
approach, and learners must be told to just add the sides on
the outline of the shape.
EXAMPLE:
Calculate the perimeter of the given shapes.
3m
4m
2m
3m
10m
Perimeter = 3m + 4m + 5m + 3m + 10m + 3m + 2m + 4m
= 34m
Notice that not every measurement was filled in on the diagram

and it will be up to learners to use their knowledge of shapes as
well as subtraction skills to find the missing lengths.

Area of Polygons
The area of a figure is the number of square units needed to cover Area covers the inside
a surface.
The policemen have filled an area in the picture.
Areas are measured in square centimetres, square metres, square

kilometres etc.
Learners must be able to determine the area of regular and

irregular polygons. (RESOURCE 1 AT THE END OF THIS TOPIC)
The area of regular polygons can be calculated by using set
formulae, and learners must be shown all of the formulae, and
practice using them until they have mastered them. Irregular
polygons are usually composite shapes and must be broken up
into their basic parts. The shape below is made up of a triangle
and a rectangle.
EXAMPLE:
Calculate the area of the given shape
6m
1m
6m
8m
5m
10m
6m
6 x 1 = 6m2 1m
6m
8m AREA
=4x7
28m2 6x5 5m
= 30m2
10m
30m2 + 6m2 + 28m2 = 64m2
Perimeter of Composite Shapes

This section must be taught by showing learners only to include the outlines
of the shape, and inner lines should not be included. Think of sports fields
and house outlines, and how they are made up of two or more basic shapes.
Teaching Tip: Learners can be told to think of running around a sport field.
Tell the learners to take a run around the field, and then ask them if they
run on the inner lines as well. The learners will then tell you that they did
not. This should assist in a contextual understanding of the perimeter of a
composite shape.
Conversions of SI Units
Learners must be taught the conversions within the metric system. They
must know these conversions and must be able to convert from smaller to
bigger units, as well as from bigger to smaller units.
When we convert to a larger unit, we multiply by the conversion factor.
When we convert to a smaller unit, we divide by the conversion factor.
Linear Conversions
x1000 x100 x10

Km m cm mm
÷1000 ÷100 ÷10

EXAMPLE:
Convert the following measurements to the units indicated:
1. 7 cm to mm
2. 8 m to cm
3. 9 km to m
4. 975 m to km
5. 650 cm to m
6. 8000 mm to m
7. 950 000 cm to km
Solution:
1. 7cm = 7 × 10 mm (1 cm = 10 mm)
= 70 mm
2. 8 m = 8 × 100 cm (1 m = 100 cm)

= 800 cm
3. 9 km = 9×1000 (1 km = 1000 m)
= 9000 m
975
4. 975 m =
1000 Km (1000 m = 1 Km)
= 0, 975 Km
650
5. 650 cm = 100 m (100 cm = 1 m)
= 6, 5 m
8000
6. 8000 mm = 10 cm (10 mm = 1 cn)
= 800 cm
800 (100 cm = 1 m)
= 100 m
= 8m
7. 950 000 cm = 950 000 m (100 cm = 1 m)

100
= 9500 m
9500 (1000 m = 1 Km)
= 1000 Km
= 9, 5 Km
Area Conversions
When converting area measurements, it isn’t as straightforward as
multiplying or dividing by 10, 100 or 1000 as it is for linear measurements.
Consider this square:
100 cm 1m
100 cm 1m
Area = 100 cm ◊ 100 cm Area = 1 m ◊ 1 m

= 10 000 cm2 = 1 m2
Since 1m = 100cm, these squares are the same size, so therefore

10 000 cm2 = 1 m2
Normally, we would think of the conversion 1 m = 100 cm, but since we are
dealing with area we need to remember that:
1m2 = 100cm ◊ 100 cm = 10 000 cm2
Converting AREA Units
area consists of square units, so we need to SQUARE all our lengths
x10002 x1002 x102

Km2 m2 cm2 mm2
÷10002 ÷1002 ÷102

Example:
Convert the following measurements to the units indicated:
1. 100m2 to cm2
2. 10 000 cm2 to m2
3. 1m2 to mm2
4. 1 000mm2 to cm2
Solutions:
1. 100 m2 to cm2
(×1002)
(100×100×100) cm2
= 1 000 000 cm2
2. 10000 cm2 to m2
(÷1002)
(10000÷100÷100) m2
= 1 m2
3. 1 m2 to mm2
(× 1002 × 102)
(1×100×100×10×10) mm2
= 1 000 000 mm2
4. 1000 mm2 to cm2

(÷ 102)
(1000 ÷ 10 ÷ 10) cm2
= 10 cm2
RESOURCES
RESOURCE 1
POLYGON AREA Formula 1 PERIMETER Formula

2
A=s
2
A=½d
Square P = 4s
Where d is the diagonal
A = lw or
Rectangle P = 2b + 2l
A = bh
A = ½ bh
Triangle The sum of the three sides

Topic 5 Surface Area and Volume of 3D Objects
TOPIC 5: SURFACE AREA AND VOLUME

OF 3D OBJECTS
INTRODUCTION
• This falls under the Outcome, Shape and Space.
• This outcome counts for 25% of the final exam. This section is covered in
stages, and continues to expand in the later stages of the senior phase,
and then combines with an algebra component in the FET phase.
• This unit covers concepts and skills that are required to determine
surface area and volume, and is therefore an extension of the previous
unit. It is very important that learners have fully grasped the previous unit
before moving on to this unit.
• Mental maths focussing on the understanding of the previous unit must
be practiced at the start of every lesson relating to this section.

FET PHASE
•• Investigate the relationship •• Use appropriate formulae to •• Use appropriate formulae and
between surface area and calculate the surface area, conversions
volume of rectangular prisms volume and capacity of: •• between SI units to solve
•• Develop an understanding of •• cubes problems and calculate the
why the volume of rectangular •• rectangular prisms surface area, volume and
prisms is given by length capacity of:
multiplied by width multiplied •• Describe the interrelationship
between surface area and •• cubes
by height
volume of the objects •• rectangular prisms
•• Continue to find volume/ mentioned above
capacity of objects by packing •• triangular prisms
or filling them •• Solve problems involving •• cylinders
surface area, volume and
capacity •• Investigate how doubling any
or all the dimensions of right
•• Use and convert between prisms and cylinders affects
appropriate SI units, including: their volume
•• mm2 ↔ cm2 •• Solve problems, with or without
•• cm ↔ m
2 2
a calculator involving surface
•• mm3 ↔ cm3 area, volume and capacity
•• cm3 ↔ m3 •• Use and convert between

appropriate SI units, including:
•• Use equivalence between units
when solving problems: •• mm2 ↔ cm2
•• cm3 ↔ 1 ml •• cm2 ↔ m2
•• 1 m3 ↔ 1 kl •• mm3 ↔ cm3
•• cm3 ↔ m3
•• Use equivalence between units
when solving problems:
•• cm3 ↔ 1 ml
•• 1 m3 ↔ 1 kl
•• All of these applications must
be well enough developed to
be combined with algebraic
context in the FET phase.

GLOSSARY OF TERMS
Solid Figure A 3D shape that has length, breadth and height (or depth).
Polygonal A closed figure that has three or more sides, also known as a polygon.
Cube A 3D figure with 6 identical square faces.
Prism A solid object with 2 identical ends and flat sides. The cross section is the same
all along the length.
Rectangular Prism A prism made of 6 rectangular faces.
Pyramid A special type of polyhedron. It has a polygon base and the other faces are
triangles that meet at an apex.
Polyhedron A solid figure that has polygons as its faces. A prism is also known as a
polyhedron.
3 dimensional (3D) These are figures that do not lie in a plane. The figures have length, breadth and
height or depth.
Face The flat surface or side of a solid shape.
Edge The edges are the intersections of the faces of a solid figure.
Vertex The corner of a solid shape. The point where the edges meet.
Apex The highest point or peak of a pyramid.
Surface Area The sum of the areas of each of the faces of a 3D shape.
Volume The amount of space contained inside a shape. That means volume is the space
that can be filled with other items. Volume is measured in cubic units.
Capacity The amount of liquid that a 3D shape can hold. It is measured in ml or l.
Net A 2D pattern that folds to form a 3D shape. It is helpful when calculating
surface area as it makes all faces visible, so that they are not omitted from the
calculation.

Solids
Learners must be introduced to the solid shapes that they will be working
with, and it is important that physical examples are shown to learners.
Shapes can be simple, and examples include items such as dice, Coke
cans, Smartie boxes or even Toblerone boxes. Have the learners flatten
and explore these shapes. Toilet rolls and paper towel rolls can be used as
cylinders, and this helps learners see the relationship with rectangles.
Learners must recognise that 3D shapes are made up of basic 2D shapes in

a net folded to form the solid shape.
cube rectangular prism

triangular prism
pentagonal prism hexagonal prism octagonal prism

Surface Area of 3D shapes

1. The term ‘surface area’ is linked to 3-dimensional objects only. (When
dealing with 2-dimensional shapes the term ‘area’ is used)
2. The answer will always be in measurement squared. For example, cm2
3. To find the surface area of a 3D object is to find the total area taken up
by the net of the 3D shape (what the 3D shape looks like in its flattened
form)
For example: A box looks like this in its 3D form
But it will look like this in its flattened out 2D form

(this is the net of a rectangular prism)
BACK
7 cm
4 cm
END BOTTOM END
FRONT
TOP
10 cm
It is best not to try and learn the formulae for surface area of solid shapes
but to rather ensure you know what the net of the shape looks like and
know how to find the area of the 2D shapes that make up the net (square,
rectangle and triangle). The surface area of the 3D shape would then be
those added together.
SHAPE AREA FORMULA

Square l × l = l2
Rectangle l×b
Consider the box again. It is made up of 6 rectangles. To find the surface

area you will need to find the area of each of these rectangles, then add all of
them together.
The length is 10cm, the breadth is 4cm and the height is 7cm. However,
notice that the front and back are the same size, as are the top and bottom
and the two sides.
The Surface Area of the rectangular prism can be found by:

2(l)(b) + 2(l)(h) + 2(b)(h)
= 2(10cm)(4cm) + 2(10cm)(7cm) + 2(4cm)(7cm)
= 80cm2 + 140cm2 + 56cm2
= 276cm2
Volume of 3D shapes
1. The term ‘volume’ is linked to 3-dimensional objects only.
2. The answer will always be in measurement cubed. For example, cm3
3. To find the volume of any right prism, the basic formula is:
Area of base x perpendicular height
Notice again that you are required to know how to find the area of the basic
shapes (square, rectangle and later on a triangle).
VOLUME OF: AREA OF BASE x HEIGHT

Cube (l × l) × ht
=l×l×l
= l3
Rectangular prism (cuboid) (l × b) × h
= lbh

For example:
a.
5.2 cm
5.2 cm
5.2 cm
To find the volume of a cube, the area of the base is multiplied by the
height. As these measurements are all equal it is the same as cubing the
measurement.
Volume = (l × b) × h
= l3
= (5,2mm)3
= 140,61 mm3
b.
5 cm
2 cm
10 cm
To find the volume of this rectangular prism (or cuboid), we need to find
the area of the base (a rectangle) and multiply it by the height. These
three dimensions is what gives us the ‘cubed’ in the answer.
= (10 cm × 2 cm) × 5 cm
= 100 cm3
Capacity of 3D shapes
1. Capacity is how much liquid a 3D shape (solid) can hold. It is directly
linked to volume.
2. The following three conversions should be learnt:
1 cm3=1 ml
1000 cm3 = 1000 ml = 1 l
1 m3 = 1000 l = 1 kl
3. For example:
A teaspoon holds 5 millilitres. This means its size is 5cm3
A carton of fruit juice holds 1 litre (1 000 millilitres). This means its size is
1 000 cm3.
4. A large fish tank has the following dimensions: 110cm,45cm and 60cm
Find how many litres of water the tank can hold.

First we need to find the volume:
= (110cm × 45cm) × 60cm
= 297 000cm3
This needs linking back to capacity: 297 000 cm3 = 297 000ml = 297 litres

Conversions
Although part of this has already been covered in the notes on Area and
perimeter of 2D shapes it is worth looking at again. This time with the focus
on 3D shapes.
Volume:
10 mm 1 cm
Volume = l3 = (10mm)(10mm)(10mm) Volume = l3 = (1cm)(1cm)(1cm)

= 1000mm3 = 1 cm3
As the cubes are the same size (10mm = 1cm), their volumes must also be
the same: 1000 mm3 = 1 cm3
Normally we would think of the conversion 1cm = 10mm, but since we are
dealing with volume we need to remember that
1 cm3 = 10mm x 10mm x 10mm = 1 000 mm3
Here is a summary of the more common conversions required:
AREA VOLUME
1 cm2 = 100mm2 (10 x 10) 1 cm3 = 1 000mm3 (10 x 10 x 10)
1m2 = 10 000cm2 (100 x 100) 1 m3 = 1 000 000 cm3 (100 x 100 x 100)
1km2 = 1 000 000m2 (1000 x 1000) 1 km = 1 000 000 000m
3 3
(1000 x 1000 x 1000)
RESOURCES
RESOURCE 1
Shape Volume Surface area
volume = side3 SA ( side 2 ) × 6

=
Cube
volume =length × breadth × height SA = (2lb) + (2bh) + (2lh)
Cuboid or rectangular
prism

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Grade 7

What are the Learning programmes?

How can this approach be implemented practically?

What does this look like in the booklet?

Content Booklet: Targeted Support: Term 2 vii

How can this approach be implemented practically?

What does this look like in the booklet?

viii Grade 7 Mathematics

Fraction Chocolate bar 6 6 = 1

Ratio Hens and chickens * *** * *** 4:12 4 : 12 = 1 : 3

Content Booklet: Targeted Support: Term 2

We can see that the value of term n is the

Content Booklet: Targeted Support: Term 2

• Basket with yellow apples and

TOPIC 1: COMMON FRACTIONS

Content Booklet: Targeted Support: Term 2 13

SEQUENTIAL TEACHING TABLE

Content Booklet: Targeted Support: Term 2 15

SUMMARY OF KEY CONCEPTS

numbering part numerator

TOP = Number or how many

Examples of equivalent fractions:

Equivalent forms of fractions must be discussed, and leaners must be able

Content Booklet: Targeted Support: Term 2 17

Compare and order Fractions

1. Compare and order fractions as part of a set

3. Comparing fractions in various forms.

Learners must know how to compare fractions in various forms.

Content Booklet: Targeted Support: Term 2 19

Addition and Subtraction of Common Fractions

Fractions with the same denominator:

Fractions with different denominators. Note how the equivalent fractions

2 thirds + 1 sixth = 4 sixths + 1 sixth = 5 sixths

2. Mixed numbers need to be changed into improper fractions before finding

Note: At this stage of concept development, learners are expected to change

Multiplication and Division of Common Fractions.

1. No LCD is required to multiply or divide.

Content Booklet: Targeted Support: Term 2 21

a. 2 15 Note: 2 and 8 have a Highest Common Factor (HCF) of 2, so this

Teaching Tip: When multiplying by a whole number, learners often multiply

2. If a common fraction is being changed to a percentage, the denominator needs to

3. Calculation of percentage increase or decrease is a simple calculation.

(Highest price - Lowest price)

1 0,333333… 33, 3333…%

2 0, 666666…. 66, 6666…%

Content Booklet: Targeted Support: Term 2 25

TOPIC 2: DECIMAL FRACTIONS

SEQUENTIAL TEACHING TABLE

Content Booklet: Targeted Support: Term 2 27

SUMMARY OF KEY CONCEPTS

Numbers such as 9205,354 and 28,4531

Learners need to be reminded that 28,35 is read as twenty-eight comma

Rounding off of Decimal Fractions

Content Booklet: Targeted Support: Term 2 29

Compare and Order Decimal Fractions

Compare 0,534 and 0,552

Units Decimal comma tenths hundredths Thousandths

The numbers must be compared from the left to the right.